Teachers' Responses to Curriculum Policy Implementation: Colonial Constraints for Curriculum Reform
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| Title: | Teachers' Responses to Curriculum Policy Implementation: Colonial Constraints for Curriculum Reform |
|---|---|
| Language: | English |
| Authors: | Chan, Jacqueline Kin-Sang |
| Source: | Educational Research for Policy and Practice. Jun 2010 9(2):93-106. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 14 |
| Publication Date: | 2010 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Curriculum Development, Educational Change, Teaching Methods, Accountability, Professional Development, Teacher Education, Case Studies, Academic Achievement |
| DOI: | 10.1007/s10671-010-9082-5 |
| ISSN: | 1570-2081 |
| Abstract: | A new approach to curriculum and implementation in a new era normally requires schools and teachers to take more responsibility for student learning. This might present a challenge at any time, particularly when teachers have been used to more directives and less professional approaches to curriculum implementation. In order to meet such a challenge, a new approach to curriculum policy, namely "soft" policy, was used by policy-makers to implement curriculum reform. With the provision of substantial resources, it was expected by the policy-makers that schools and teachers would have better opportunities to develop themselves professionally and manage the new changes effectively. However, such a view misread the situation because the historical trend and present situation of teachers' professional development were overlooked. This paper uses case studies of schools and teachers involved in the current reforms to show how teachers and schools implemented the reform process. The cases demonstrate how reforms were understood at the local level and the extent to which it could be claimed that implementation had taken place. |
| Abstractor: | As Provided |
| Entry Date: | 2010 |
| Accession Number: | EJ891195 |
| Database: | ERIC |
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